共查询到20条相似文献，搜索用时 265 毫秒
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打造一支质量上乘且数量稳定的学前教师队伍是建成学前教育公共服务体系的基础,而学前教师的工资待遇问题成为关注的焦点.我国学前教师工资待遇政策经历了四个阶段:萌芽期、初步形成期、规范发展期和细化完善期.其政策演变过程呈现两大特点:政策的保障对象主要是公办园在编教师,政策的保障内容主要是公办园教师参照公务员、民办园教师参照公... 相似文献
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民办园转为公办园是当下学前教育“扩容普及”政策导向下出现的一种新现象.职业适应是民办园转为公办园后教师面临的重要问题.研究者选取了广东省广州市10所较早转型的幼儿园的教师作为研究对象,通过问卷调查和访谈了解民办园转公办园后幼儿教师职业适应情况.调查发现,幼儿教师的能力素质、工资待遇、编制以及幼儿园管理者的管理等因素影响了幼儿园转型后教师的职业适应.促进民办园转公办园后幼儿教师职业适应,要增强教师自主发展的意识和行动;开展园本培训,提高教师专业水平;依法落实幼儿教师待遇,维护幼儿教师合法权益;完善各项规章制度,促进教师职业环境适应;逐步增加幼儿教师编制. 相似文献
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排斥与融合:民办园教师生存状态的社会学考察 总被引：1，自引：1，他引：1
采用自编问卷调查民办园教师的生存状态,结果表明:相对于公办园教师,民办园教师由于占有的资源和权利有限,因而在经济收入、生活条件、工作环境、专业成长、社会关怀以及社会支持与社会保障等方面遭遇到了种种"社会排斥",表现出明显的弱势特征.建立以各级政府为主导、多方协作配合的社会融合机制是改善民办园教师生存状态的策略选择. 相似文献
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采用问卷调查法对兰州市3所公办园和3所民办园的484位幼儿家长的教育需求进行调查发现,兰州市公办园与民办园幼儿家长在子女入园目的及幼儿园教育支持的需求上有一致性倾向,但在入园收费、幼儿园环境、课程内容及师资队伍的需求上表现出一定的差异.因此,针对家长的不同教育需求,公办园与民办园都应有针对性地开展家长工作,以有效提升幼儿因教育质量,保证每住幼儿都能获得全面和谐健康的发展. 相似文献
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幼儿教师工资待遇不仅关系到幼儿教师个体的生活质量,更关系到学前教育系统的供给质量,OECD(经济合作发展组织)始终把幼儿教师工资作为提高学前教育质量的一项重要杠杆。我国幼儿教师工资待遇政策经历了四个阶段:“教师身份与工资待遇的初步确定”“教师工资制度开始正式确立”“教师工资待遇政策的规范发展”“教师工资待遇的细化完善”。其政策呈现出“以公办园在编教师为主要保障对象的政策目标体系”“以多部门多层级形成联合保障主体的政策协同体系”“以公办园教师对标公务员、民办园教师对标公办园教师的政策参照体系”三大基本特点。放眼未来,幼儿教师工资待遇政策的变迁趋势将朝着“多样化财政拨款方式,完善对各类幼儿教师工资待遇的保障”“优化教师准入的政策设计,捋顺不同身份教师职称评定制度”“建立多元主体协同的经费保障机制,实现对幼儿教师工资待遇的综合治理”的发展路径推进. 相似文献
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20世纪90年代后，很多地方由政府投资的公办幼儿园数量缩减，民办幼儿园逐渐发展壮大，形成了以公办园为示范、民办园为主体的多种办园体制共存的新格局。笔者以一个基层幼教工作者的视角．从以下四个方面对比思考公办与民办两种办园体制下的幼儿园各自不同的硬伤和软肋。我以为，如果不正视这些问题，它们将会妨碍幼儿教育的健康发展。 相似文献
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以厦门市A区公办园为研究对象,调查公办园教师队伍建设的现状。研究发现,存在教师数量配备不足,师幼比偏低;教师队伍结构不够合理;园本培训针对性不强,不能满足不同层次教师的需求;教师社会地位不高,编内外教师工资待遇相差较大等问题。针对现状,笔者从教育行政等主管部门、幼儿园管理层面及教师自身层面,提出加强幼儿园教师队伍发展的策略。 相似文献
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《佳木斯教育学院学报》2020,(1)
农村优质公办园代表区域农村学前教育的最高质量水平,其"以点带面"的优势是其他幼儿园所不能与之媲美的。为了充分发挥农村优质公办园的示范引领作用,具体从完善支持系统并开展援助活动、健全示范活动激励机制;实施开放式管理、传播新的保育理念;实施"内外双重"监督机制,确保示范活动的有效;依托优质公办园的教科研平台,打造示范团队,帮扶结亲,辐射区域农村幼儿园的发展等几个方面着手,于当前农村学前教育资源相对匮乏之时,为迷茫探索中的农村民办园及村办园的发展指引方向。 相似文献
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JO´HANNA EINARSDO´TTIR 《Early Years: An International Journal of Research and Development》2003,23(2):103-116
The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions. 相似文献
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To be understood, visually, often depends on how skilled one is in catching form and translating it into a two‐dimensional surface. This is a challenge we are confronted with early in life. Children's learning strategies in drawing are not always understood or encouraged. This article presents a socio‐cultural analysis from Norway of a pedagogical practice that attempts to shed light on the question, How does the preschool teacher support 3–5 year old children when they are drawing something they see, and how do children in this age group respond to this support? 相似文献
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美国学前教育机构家长志愿者现状探析 总被引：2，自引：1，他引：1
学前教育机构、教师、家长、儿童均能从家长志愿者的服务中获益.美国学前教育机构注重广泛招募家长志愿者,既为他们提供有针对性的指导,又重视为他们安排适当的工作,还对他们的工作进行恰当评估.我国幼教工作者可借鉴美国同行的经验,充分认识家长志愿者的价值,充分发挥家长志愿者的作用,感谢家长志愿者的奉献,从而吸引更多的家长为幼儿园提供志愿服务. 相似文献
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关于学前全纳教育有效性的思考 总被引：5，自引：5，他引：5
本文通过学前全纳教育对特殊幼儿发展的影响、对普通幼儿发展的影响、对教师的影响、对家长的影响,以及学前全纳教育经费等五个方面进行分析,认为学前全纳教育是有效的,值得推广。 相似文献
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家访是美国学前教育机构与儿童家庭建立友好关系的一种重要形式.为了充分发挥家访的独特作用,美国学前教育机构的教师会认真做好家访前的准备工作,准时到达儿童家庭进行访问,全面落实家访后的强化工作.这一经验值得我们借鉴. 相似文献
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会谈是美国学前教育机构中教师与家长交流时最常用的一种沟通形式.会谈有利于教师与家长的平等对话,自由交谈,详细交流,经验共享.为了达到预期效果,教师重视会谈前的准备工作,在会谈中鼓励家长参与,在会谈结束后注重对会谈的评价.这些经验值得借鉴. 相似文献
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自闭症儿童的早期教育康复在我国开展得相对较晚,其中大部分儿童是在隔离的特殊教育机构中接受学习训练的。随着全纳性教育理念的引入,自闭症儿童如何在全纳教育中享受与普通同龄伙伴一起生活、学习的权利,成为一个不容忽视的重要问题。为更好地提高全纳教育的效能,达到自闭症儿童与普通儿童的“双赢”,本文从不同角度对如何更好地开展全纳教育中自闭症儿童的早期教育进行了探讨。 相似文献
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Leah D. Adams 《Early Childhood Education Journal》1991,18(3):4-7
“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind. 相似文献
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Emmanuelle Jasmin Anne Gauthier Marjorie Julien Caroline Hui 《Early Childhood Education Journal》2018,46(1):73-82
This paper presents a synthesis of current knowledge about occupational therapy in preschools (for 3–6 year olds) in order to provide a better understanding of this field of practice and to guide the implementation or programming of this service. In the literature, occupational therapy in preschools has been documented mainly in the USA. Results revealed that this service helped all children, with and without difficulties, to improve their skills, especially fine motor and graphomotor skills, and their participation in educational and daily living activities. Occupational therapy also had positive effects on teachers, parents and services. A service delivery model based on Response-to-Intervention or collaborative model should guide the implementation or programming of occupational therapy in preschools, with the focus on prevention/health promotion, screening and early intervention as well as school inclusion and success. Future studies are needed to determine the best intervention approaches and methods to improve children’s motor skills and self-regulation in inclusive preschool settings. 相似文献